Strategic Plan

View Full PDF of the Original Strategic Plan >>

View the Report on the Implementation of the A&S Strategic Plan >>

The plan sets a clear over-arching goal for the School: to be recognized as one of the best liberal arts colleges within a major research university. This goal builds on what is already the distinctive strength of the School, namely, first-class scholars and researchers involved in hands-on undergraduate education. To achieve this goal, we need the resources for faculty to assure that a) faculty research can be strengthened even further and b) our undergraduates have increased access to the faculty conducting this research.

There are two essential vehicles for reaching the next stage as a research institution: 1) adding more faculty and increasing the support for the research of that faculty and 2) improving and enlarging our graduate programs. Without a larger faculty, the burdens of teaching and service will prevent our researchers from devoting the time necessary to increase their productivity. Without more resources to support faculty research, including more and better facilities, we will be able neither to attract top researchers nor to give our faculty scholars the tools to thrive and produce. Graduate students represent the human infrastructure of research; without stronger graduate programs, we cannot effectively enhance our reputation as a research institution.

Realizing that we cannot be equally strong in all areas, the Committee recommended focusing growth in four areas: Civic Engagement, Culture and Society, Global Research and Education, and the Life Sciences. Three of these areas take as their point of departure areas of strength identified for the University as a whole by President Bacow and Provost Bharucha: life sciences and the environment, active citizenship, and an international perspective. Culture and Society is a theme unique to Arts and Sciences, with its liberal arts mission and rich tradition in the humanities and arts.

Recommendations

Faculty Size:

Increase the the faculty by 60 positions. The size of the tenured and tenure-track faculty of Arts and Sciences has not increased for over 25 years. This growth should be funded with new endowed chairs.
Create 40 endowed chairs for existing faculty slots. The revenue from these chairs will fund research support, including more paid research leave, for the entire faculty.

Research Support and Infrastructure:

Increase the space available to faculty across the School through the creation of new space and the renovation of existing space. New space should be targeted to serve each of the strategic themes.
Add the equipment and technology, as well as the administrative and technical support personnel, to assist faculty in their research and teaching efforts.
Create a publication fund to help faculty with the cost of book subventions, journal submission fees, and other costs associated with publication.
Increase research opportunities for faculty through more leave time for those with active research agendas.
Enhance mechanisms for rewarding faculty research and teaching excellence through a larger salary adjustment budget and increases to the deans' discretionary fund.

Graduate School:

Evaluate graduate programs. Where appropriate, increase the size of existing programs as well as create new ones. Eliminate ones that have ceased to attract a sufficient quantity and quality of applicants.
Provide graduate students competitive levels of financial support.
Increase the diversity of the graduate student body. Provide funds to recruit talented students from under-represented groups and support research opportunities for these students.
Expand and promote the Interdisciplinary Doctorate Program. Appoint a Director with course release so that he or she can devote time and energy to administering and developing the Program.
Establish cross-school and inter-institutional (including international) collaborative programs at the graduate level. This initiative might include the creation of Ph.D. programs in areas relating to International Relations, Neuroscience, Genetics, or Public Policy.
Create more prizes for graduate students, particularly in the area of research and scholarship.

Thematic Initiatives:

The creation of a Humanities Center to enhance communication and collaborative research in these disciplines and an Office of the Arts.
The creation of a Center of Public Policy to support the community of faculty working in this area and to develop research-enhancing programming.
The establishment of a Center for Global Research to supply the infrastructure and administrative support for collaborations in global research.
The programming and building of an Integrated Lab Complex.
The creation of four "titled" rotating chairs dedicated to the development and integration of scholarship in each of the four signature themes. Chairs would be provided funding, staff support, and course relief to organize faculty workshops, conferences, a speaker series, or other initiatives.
The creation of the position of "Distinguished Visiting Professor," a one to two year position that could be held either by leading academic researchers and scholars or by non-academics (e.g., artists, journalists, economists, musicians) who have experiences that would contribute to the intellectual life in the School.
The reconceptualizing of the College of Special Studies as a unit that would actively promote programming with the affiliated schools and other institutions.
The development of intellectual colloquia to draw academics and intellectuals from the Boston area to Tufts.

<p><strong>Breaking Down Barriers</strong>

</p>

<p>Tufts literacy expert Maryanne Wolf has pioneered ground-breaking research that has led to advances in dyslexia testing and treatment.</p>

</div>

<br/>(A'07)

</p>

<p>Working as an intern for MTV Hong Kong helped prepare Tufts junior Erin Yeh for the real world.</p>

</div>

<p><strong>Expanding Their Horizons</strong>

</p>

<p>This summer was action-packed for Tufts students who undertook a variety of projects across the world and in their own backyards.</p>

</div>

</p>

<p>Webcasting technology is giving Tufts students a real-time view of life in the Middle East. </p>

</div>

<p><strong>Great Wide Open</strong>

</p>

<p>Through the OpenCourseWare initiative, Tufts is using the power of the Internet to share its greatest resource - knowledge - across the globe.</p>

</div>

<p><strong>Hot Stuff</strong>

</p>

<p>When the semester starts to cool down, student performance groups at Tufts begin heating up. </p>

</div>

<p><strong>International Appeal</strong>

</p>

<p><i>Kaplan/Newsweek College Resource Guide</i> ranked Tufts as the "Hottest School for Study Abroad" in 2004, celebrating the university's international approach to learning.</p>

</div>

<p><strong>Jay Cantor  </strong>

<br/><em>Professor, English</em>

</p>

<p><strong>BACKGROUND:</strong> Raised in Great Neck, NY; Ph.D., University of California-Santa Cruz; at Tufts since 1977.</p>

<p><strong>PUBLISHED WORK:</strong> Five books, including three novels; latest work is Great Neck. Working on next novel, titled The Reborn.</p>

<p><strong>ABOUT WRITING:</strong> "It starts with just a love of putting words together and a certain physical feeling that comes with that. Beyond that, without story-telling, I wouldn't know what to do with all the lives that I hear about everyday."</p>

<p><strong>WHY TUFTS:</strong> "Tufts is a place very open to a person teaching what they are most interested in.</p>

<p>I think graduate students come to Tufts for the strength of the faculty, its accessibility, and its range of interests. They won't be disappointed by the other students, who, from my experience are a very self-directed, independent minded group."</p>
<p><strong>AFTER-HOURS:</strong> "I don't have free time. I say that because I'm either working on classes or I'm researching things for class, or for my novels or essays. But those are all things that I want to do. So you could say that the good thing about my work for Tufts is that it is what I would want to do in my free time. I also write screenplays, as work for hire for studios."</p>

</div>

<p><strong>Jeffrey Taliaferro</strong>

<br/><em>Asking Why</em>

</p>

<p>Taking an approach that blends political science and psychology, Tufts faculty member, Jeff Taliaferro, sheds new light on the reasons why states become embroiled in counterproductive military situations.</p>

</div>

<p><strong>John D. McDonald  </strong>

<br/><em>Professor, music</em>

</p>

<p><strong>Background:</strong> Born in Norfolk, Va., doctorate from Yale;
composer/pianist in residence in Mongolia via the U.S. Information
Agency; at Tufts since 1990.</p>

<p><strong>Compositions:</strong> More than 800, including commissions for the Havana
Festival 2000, St. Petersburg Spring Festival 2002, Duke University,
Wellesley College, Vienna Saxophone Quartet, Boston Celebrity
Series, Worcester Chorus, and Florestan Recital Project.</p>

<p><strong>Current work:</strong> Annual piano albums (collections of short solo
keyboard pieces); "Peace Process," a work for basset horn and piano
for Tufts Merrin Professor (and clarinetist) Ray Jackendoff; an
evening-long song cycle about animals for voice and piano; a choral
work for the Worcester Chorus.</p>

<p><strong>Goal in music:</strong> "I like to confront people, to mark events in our
lives, to capture in music something I've observed that would be
difficult to express in words-something about a person, something
political, or something completely abstract. All my acts of
composing are inherently pacifist."</p>

<p><strong>Why Tufts:</strong> "I don't feel I can meet the needs of more than
eight graduate composers at a time, so the smallness of our graduate
music program is important. I also appreciate all the contact I have
at Tufts with people from other departments and disciplines, as well
as the very high quality of our undergraduate students."</p>

<p><strong>After-Hours:</strong> Compose, practice, read, and then do those things some
more. What little free time I have, I spend with my wife and children. I also like to run in the woods."</p>

</div>

<p><strong>Jonathan Wilson  </strong>

<br/><em>Professor and Chair, English; Fletcher Professor of Rhetoric and Debate </em>

</p>

<p><strong>BACKGROUND:</strong> Born in London, England; educated at the University of Essex, St. Catherine's College, Oxford, and the Hebrew University of Jerusalem; with a dissertation on the novels of Saul Bellow; Guggenheim fellowship in fiction; at Tufts since 1982. </p>

<p><strong>PUBLISHED WORK:</strong> Seven books, including two novels, two collections of stories, two critical works and a biography of Chagall.</p>

<p><strong>ABOUT WRITING:</strong> "Writing is a lifetime of unfolding your imagination. It remains a mysterious activity."</p>

<p><strong>WHY TUFTS:</strong> "Teaching at Tufts is an undiminished pleasure. It's a pleasant atmosphere for teaching, an intimate atmosphere. I keep up with many of my former students; I get e-mails from some students I taught 22 years ago."</p>

<p><strong>AFTER-HOURS:</strong> "I'm a soccer fanatic. [Wilson covered the 1994 world cup for The New Yorker.] I also love watching TV with my sons. I used to play poker but gave that up.</p>

</div>

<p><strong>Karina Weinstein</strong>

<br/>(A'02)

<br/><em>Spreading Hope to the Children of Chile</em>

</p>

<p>For Tufts graduate Karina Weinstein, studying abroad in Chile during her junior year was a life-changing experience.  </p>

</div>

<p><strong>Krishna Kumar  </strong>

<br/><em>Professor and Chair, Chemistry, Associate Member, Cancer Center, Tufts-New England Medical Center, Adjunct Professor, Department of Biomedical Engineering</em>

</p>

<p><strong>BACKGROUND:</strong> Born in Madras, India; Ph.D., organic chemistry, Brown University; Skaggs Fellow, The Scripps Research Institute; at Tufts since 1998.</p>

<p><strong>RESEARCH:</strong> De novo design and construction of proteins, especially those with nonstick properties; also probing the evolution of proteins by using bioinformatics to deconstruct enzymes to the smallest pieces that still have catalytic properties.</p>

<p><strong>ABOUT HIS WORK:</strong> "We use two complementary approaches. One is to take inspiration from biology, to push the frontiers of understanding of how biology works and use that understanding to do chemistry. The second is to use chemistry to endow extra-biological properties to molecules and organisms."</p>

<p><strong>WHY TUFTS:</strong> "We have a dual mission of education and research, and I find that Tufts does both quite well. They are synergistic-you can't do cutting-edge research without engaging in and benefiting from teaching, and students must be involved in pushing the research envelope to receive a top education and train other students."</p>

<p><strong>AFTER-HOURS:</strong> "I play squash, ski, and sail."</p>

</div>

<p><strong>L. Michael Romero  </strong>

<br/><em>Professor, biology; Professor, environmental and population health, Tufts School of Veterinary Medicine</em>

</p>

<p><strong>BACKGROUND:</strong> Raised in Albuquerque, NM; Ph.D. in biology, Stanford; post-doctoral fellowships from National Science Foundation and American Psychological Association; at Tufts since 1996.</p>

<p><strong>CURRENT RESEARCH:</strong> Using neuroscience, physiology, and ecology-in the lab and in the field-to learn about stress in vertebrates, specifically how levels of stress-related hormones released in an animal are barometers for how well it is coping with its environment; currently focused on what role those hormones play in survival. </p>

<p><strong>WHY TUFTS:</strong> "It's rare to find a department where faculty members co-author papers the way we do here. That's because it's rare to find a biology department with such a wide range of faculty as we have-including a physiologist, plant scientist, ecologist, neurobiologist, molecular biologist, geneticist, conservation biologist, and animal behaviorist. Tufts also is unusual in the closeness graduate students have with their advisers; most of our biology labs have only two or three graduate students in them."</p>

<p><strong>AFTER-HOURS:</strong> "I read science fiction voraciously; I also enjoy hiking, skiing and bridge.</p>

</div>

<p><strong>Martin J. Sherwin</strong>

<br/><em>Walter S. Dickson Professor of English and American History</em>

</p>

<i>American Prometheus</i> -- Martin J. Sherwin's Pulitzer Prize-winning biography of J. Robert Oppenheimer -- contains lessons that resonate today.

</div>

<p><strong>Maryanne Wolf</strong>

<br/><em>Professor, Child Development;
Director; Tufts Center for Reading and Language Research
John DiBiaggio Professor Citizenship and Public Service, Tisch College Adjunct Faculty</em>

</p>

<p><strong>BACKGROUND:</strong> Born in Indiana; Ed.D., Harvard; Fulbright fellow in Germany; at Tufts since 1980.</p>

<p><strong>CURRENT RESEARCH:</strong> Integration of research in cognitive neurosciences, linguistics, and child development to understand the evolution, development, and variations in the reading brain; the application of this knowledge to the design of tests and interventions  for children with dyslexia.</p>

<p><strong>HONORS:</strong> Awards from the International Dyslexia Association, Fulbright Fellowship, American and Massachusetts Psychological Associations; and the National Institute of Child Health and Human Development; DiBiaggio Chair of Citizenship and Public Service.</p>

<p><strong>WHY TUFTS:</strong> "I tremendously value a place where I can be real friends with everyone from the maintenance person to the president; this is a place where people care about each other.  It is also a place where the scholar-teacher is at the core of the academic mission.  That is the core of who I am."</p>
<p><strong>AFTER-HOURS:</strong> "Every night at 11:00 or 11:30 (and sometimes at 4:00 a.m.) I return to my roots as an English lit. major and quietly read poetry and fiction.  I also swim, ski (badly), play the piano, and travel to places where I can grin in gratitude at the variety of creation."</p>

</div>

<h4>Multimedia</h4>

<p><strong>Pattern Language: Clothing As Communicator</strong></p>

<p>Every year, the Tufts University Art Gallery features a wide variety of art, including works from national and local artists, as well as Tufts students. Gallery Director Amy Ingrid Schlegel discusses a recent exhibit that explores clothing as a metaphor of larger social and cultural issues. </p>

<ul>

<li style="list-style-image: url('../Link_Type/app_flash.gif');"><a href='http://www.tufts.edu/home/studentlife/gallery/patternlanguage/' class='null'>Watch the Multimedia</a></li>

</ul>

</div>